This book describes the origins and implementation of an approach to early literacy designed to ensure that every child leaves primary school able to read. This approach, called Every Child a Reader, was developed from the established early literacy intervention, Reading Recovery. The book describes the main features of Reading Recovery - how it operates for each child, how the teachers are trained to teach them, and the infrastructure necessary for Reading Recovery to make an effective impact on the poorest literacy learners in primary school. The story of Every Child a Reader is a model of how effective interventions need to be supported to ensure that their effectiveness is not jeopardised as they expand in scale and scope. It captures a particular period in educational and political history, surveying the policy and practice that shaped the implementation of a successful national early literacy intervention that has had a significant impact on school standards. This book is essential reading for all those interested or involved in early literacy and the prevention of literacy failure through effective intervention; to those who have heard about Reading Recovery but are not familiar with its operation in the UK, and to those involved in managing large-scale interventions in schools.

This book describes the origins and implementation of an approach to early literacy designed to ensure that every child leaves primary school able to read. This approach, called Every Child a Reader, was developed from the established early literacy intervention, Reading Recovery. The book describes the main features of Reading Recovery - how it operates for each child, how the teachers are trained to teach them, and the infrastructure necessary for Reading Recovery to make an effective impact on the poorest literacy learners in primary school. The story of Every Child a Reader is a model of how effective interventions need to be supported to ensure that their effectiveness is not jeopardised as they expand in scale and scope. It captures a particular period in educational and political history, surveying the policy and practice that shaped the implementation of a successful national early literacy intervention that has had a significant impact on school standards. This book is essential reading for all those interested or involved in early literacy and the prevention of literacy failure through effective intervention; to those who have heard about Reading Recovery but are not familiar with its operation in the UK, and to those involved in managing large-scale interventions in schools.